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Effects of Political Policies

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In her article A Year in the Life of an Elementary School: One School’s Experiences in Meeting New Mathematics Standards, Karen Dorgan (2004) outlines a non-participatory case study undertaken during the course of the 1999—2000 school year. This study focused on the faculty of an elementary school in the state of Virginia (USA) and its efforts in coping with changes in the educational standards of learning for that state. Dorgan’s report indicates that she triangulated her data collection techniques in an ethnographic analysis, employing all three primary/principal methods for data collection during the course of her research, namely: “observation, interviewing and data analysis” (Dorgan 2004, p. 1205). Throughout the study, certain themes emerged from the data which were collected and coded – these themes are outlined in the results section of the report. As these themes are emergent, they allow the researcher to inductively generate hypotheses which result, in essence, in a grounded theory concerning the effects of political policies on teachers and students teaching and learning within the educational system. As a qualitative study, Dorgan’s research involves a certain level of subjectivity but, as indicated within the report, the researcher took pains to ensure that the level of subjectivity remained at a relatively neutral level. She states “the researcher entered the setting to be studied with as few predisposed notions as possible, intending to listen and to observe teachers in their own environment” (Dorgan, 2004, p. 1205). These comments verify the fact that while the researcher attempted to remain unbiased, she accepted the fact that her own subjectivity in both data collection and, indeed, in reporting her findings, is undeniable. Additionally, these (and other) comments confirm that the researcher conducted an empirical and naturalistic study

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